English 4309: Performance in/of Shakespeare. (325) and by appointment

Transcription

1 English 4309: Performance in/of Shakespeare Dr. Erin Ashworth-King 039C Academic Building MWF 10-11:50AM / M 2-4PM (325) and by appointment Course Description: Largely performed in an open-air amphitheater space, Shakespeare s plays were crafted to take advantage of the natural light of the afternoon sun in an intimate and transparent environment. While the later Globe had flying equipment capable of lowering Jupiter to the floor in Cymbeline and a trapdoor from which the ghost of Old Hamlet might have emerged, little was done to make the Bard s plays realistic to early modern audiences. No fog machines signaled s encounter with the weird sisters, nor obscured the identity of Edgar disguised as Poor Tom in King Lear. This class will unpack the possible choices made in the performance of these plays by examining the staging possibilities of Shakespeare s original context and modern-day productions. How might these staging choices open up or obscure interpretation of Shakespeare s plays? In order to puzzle out these interpretive cruxes, we will discuss the plays slowly and thoroughly unpacking the authorial choices Shakespeare makes, staging choices directors may make, and interpretive choices we might make as readers. Student Learning Outcomes: This course has two primary goals: first, students will develop their close reading and analytical skills through careful work relating to both the structural and thematic elements of Shakespeare s plays and the context in which they were created; second, students will develop their argumentation abilities, working closely with the text and learning to test their interpretations against those of their classmates and other critics. Because these goals necessitate a careful and thorough consideration of primary texts, we shall analyze a relatively small sampling of the Bard s works, moving chronologically though the Shakespearean canon. We shall work through these texts slowly, meticulously puzzling out Shakespeare s interpretive choices and the implications of staging and other decisions. In addition to working within the thematic and performance choices of early modern England, we will also familiarize ourselves with the critical debates that surround these texts. Upon completion of English 4309, students should know how to interpret and analyze a literary text. They should be able to apply literary concepts and terminology in interpretation and analysis of a literary text. should know how to produce rhetorically, stylistically, grammatically, mechanically, and conventionally effective writing. They should know how to choose audience-appropriate organizations and styles and follow common standards of written English. should demonstrate specialized content knowledge, including responding to current scholarship in literary studies. They should demonstrate their knowledge of the interrelationship among authors, texts, genres, literary movements, and common themes in both British and American literature. In short, this course seeks for students to 1) to gain a broader understanding and appreciation of intellectual and cultural activity 2) to learn to analyze and critically evaluate ideas, arguments, and points of view; and, 3) to develop creative capacities Required Texts: Students should purchase the plays listed in the calendar as separate texts or as part of a complete works. One proviso when shopping for Shakespeare: it is essential that your edition offer extensive footnotes and gloss archaic language in a manner that will benefit your reading. The publishing houses Arden, Bantam, Folger, and Penguin all offer good, useable options. If you would prefer a single text, I recommend The Complete Works of Shakespeare (Pearson) edited by David Bevington. This is available at the ASU Bookstore. Do not purchase your editions from Dover Thrift, No Fear Shakespeare, or any other publishing house that attempts to translate Shakespeare into modern English.

2 Attendance: Successful students attend class regularly and are not tardy; however, occasionally life intervenes, causing students to miss class. I allow for such problems, but encourage regular attendance. If you miss 20% of our classes for ANY reason you will receive a grade of F for excessive absences. For a class scheduled two days a week, 20% is 6 absences; in a three day a week class, 20% is 9 absences. Additionally, for each absence after the third, your course average drops by a third of a letter (e.g. from B- to C+). You are considered absent any time you are not in class no matter what reason, and making up missed work (if allowed below) does not erase absences. Doctor s notes do not erase absences, either. Excessive tardiness or leaving class early is similarly penalized. If you arrive to class late or leave class early three times, I shall count that as one absence. To be counted present at all, you must attend 70% of the class period: In a class scheduled for two days a week, 70% is 53 minutes; in a class scheduled three days a week, 70% is 35 minutes. If you are late, enter class quietly and sit by the door; please do not disrupt class to announce your arrival or to sit in your usual seat. You are officially late after roll has been taken. It is your responsibility to alert me to the fact that you are present after class if I have already taken roll when you enter. If you fail to do so, you may inadvertently be marked absent. Please notify me in advance if you are missing class: in most cases, students who are sick, leaving town for a funeral, or absent for just about any other reason, can at least send me an to tell me beforehand that they are missing and why. Such notifications are professional and respectful. Students who notify me that they are missing in a timely manner prior to the missed class will be allowed to make up work when appropriate, but notification will not erase the absence. Student athletes and students representing the university in other capacities should provide a list of travel-related absences as soon as possible and, when possible, complete work prior to departure. Evaluation: Your final course grade will be determined by your performance in class, on quizzes, on your final exam, and various written assignments. You will complete two sets of written assignments in this course. The first type will be a series of responses that will analyze an interpretive crux in a Shakespeare text. The second type asks you to test your reading of an interpretive choice against those of published critics. These type of assignment should take into account the historical context of Shakespeare s play and incorporate secondary research to complicate your opinion about the text. The percentage breakdown of your final grade is as follows: In-Class Participation (discussion and quizzes) 20% Response Papers (5) 30% Conference-length Paper (1) 25% Final 25% Grading Policy Assignments are graded A through F with pluses and minuses as necessary. Work that is not done or not turned in is recorded as a zero. No exceptions. A+=98, A=95, A-=92, B+=88, B=85, B-=82, C+=78, C=75, C-=72, D+=68, D=65, D-=62, F=50 In-Class Participation Throughout the class, I will use class discussions to support our learning. In these discussions, it is expected that you participate fully, listening to the ideas of others as well as contributing your own. I expect the highest standards of professionalism and respect in this class. This means that you are fully attentive to others during class. I expect that you will be fully engaged, listening, responding, and not engaged in other activities during class. This is very important: participation does not just mean offering your ideas in class. It also means that you have demonstrated the ability to listen carefully to others ideas, respond to others ideas (as in discussion), and to monitor your own talking in relation to the others in class. This means that you are aware of when you have talked more than others, and give others an opportunity to present their ideas. Not all students are equally as assertive in bringing their ideas forward, and require space and invitation to do so. Please be respectful of the others in the

3 class by monitoring your own talking so that others can have a chance. This is an equity issue, part of being a professional, and a point I take very seriously when evaluating your in-class performance. You must bring the appropriate text every day to class: you cannot participate properly without it for each day you forget your text, your participation grade will be recorded as a zero. If the problem persists, I will ask you to leave class and will mark you absent. All telephonic communication including texting is prohibited in class. I request that you turn off all electronic devices and put them in your bags during class. If class is interrupted by your phone or if you are texting during class, you automatically will receive a zero participation grade for the day. If such disruptions continue, I will request that you leave the classroom. Falling asleep during class also will result in a zero participation grade. Paper Formatting and Submission All paper assignments should adhere to the guidelines and formatting rules of the Modern Language Association and are due at the beginning of class on the day assigned. Late assignments will be lowered by one letter grade for each day they are late and will not receive comments from me. Students should submit all papers in two forms: (1) in conventional hard copy, turned in to me at the beginning of class on the due date specified; and, (2) via TurnItIn on our course s Blackboard website. <blackboard.angelo.edu>. No paper is considered "complete" until it is submitted to TurnItIn and handed in to me in hard copy; submitting your paper via attachment should be regarded as a back-up measure only and will not replace submission to TurnItIn. Standard Penalties The following list of penalties comprise those I see most often in student papers at all levels. These are not the only penalties that you should look out for in your papers, but these can be applied to many of the papers you will submit in English Incorrect Formatting Missing Elements in Formatting Paper below Minimum Word Count (less than 10%) Paper below Minimum Word Count (more than 10%) Major Errors in Bibliography (Works Cited Page) Missing Bibliography (Works Cited Page) Late TurnItIn Report Missing TurnItIn Report -1/3 letter grade -1/3 letter grade -1 letter grade -2 letter grades -1/3 letter grade -1 letter grade -1 letter grade Automatic failure Responses In addition to verbal contributions to class discussion, each student is required to respond to five of the texts we read in the form of a written observations and argument. These responses are due on Wednesdays throughout the semester and will be evaluated for their thoroughness, insight, originality, and style. The main goal of these assignments is to practice in-depth literary analysis and demonstrate your understanding of the text in relation to the ideas raised in class discussion. They should be at least 500 words in length (or a double-spaced MS Word page) and should raise interesting questions about the text as well as assert your reading of the selection. You should support your questions or reading with well-considered evidence from the text and should connect your claims and your evidence clearly and thoroughly. A successful response will NOT a) summarize the reading; b) simply detail what you "like" or "don't like" about the reading or correct the author; or 3) evaluate the author's skill as a writer according to a measure of your personal aesthetic. I will respond to these posts extensively at first to help push your insights and to encourage you to improve your analytical skills. As the semester progresses, however, these extensive comments will taper off to more generalized comments about the strengths and weaknesses of an argument. If you ever have any questions about your grades or my standards, please do not hesitate to make an appointment. I am happy to discuss ways in which you may improve your analytical or writing skills.

4 Students must complete 5 (of 8) responses each must be completed by class time on the relevant due date. You may complete more and I will drop the lowest grades. This is the only extra credit that will be offered. Credit for responses cannot be recuperated. This means that late papers will not be accepted and that any instances of plagiarism will result immediately in a failing grade in the class. Conference Paper At the end of term, students will have to turn in a conference-length paper (at least 2,000 words) engaging a primary text and the critical conversations surrounding that text. This paper will serve as the culminating exercise of the class and we will discuss strategies you may employ to complete this assignment successfully before you are asked to write it. I do recommend (but do not mandate) that students meet with me prior to beginning research so we may talk through a topic or thesis statement. Staged Reading On Tuesday evening, April 26 th, students in English 4309 will stage a public reading of one of Shakespeare s plays to celebrate the 400 th anniversary of the Bard s death. Students will select the play in a democratic process early on in the semester and every student will participate in the reading, which will be factored into your participation grade. It is necessary that you make arrangements now to be available that night. Blackboard This course operates a Blackboard website, where you will find important announcements, assignment prompts and guidelines, and relevant handouts < You should check Blackboard daily to stay abreast of new assignments, changes in the syllabus and announcements. Office Hours and When questions about course content occur to you outside of our scheduled class sessions and cannot be easily answered by consulting course materials, I encourage you to come to office hours, call my office, or me. I am happy to answer questions via all mediums. My office hours are a time that I set aside to be available to students who want help with assignments, are considered about their work, or simply need to chat to someone. You are welcome to come by during these times, though you might want to tell me in advance that you will be there so I can let you know when I have specific time available or if a conflict has arisen. If you cannot make my scheduled office hours, speak to me before or after class or me and I will make every effort to accommodate you regarding appointments. Some questions can be asked and answered via . For these questions, I ask two things: the first is that you please check the syllabus before ing. Many questions I receive can be answered in seconds by simply checking Blackboard and course documents such as the course policies and assignment sheets. The second is that your attend to some basic conventions of electronic communication. For example, your s to me should contain a helpful subject line to direct my attention to your question. They also should begin with some sort of salutation, Dear Dr. Ashworth-King, or Hi, Professor AK, are both fine these greetings don t have to be formal. They should also end with your name so I know whom I am addressing. As a general rule, the more specific the question you ask, the more likely you are to receive a speedy reply; longer, more detailed questions are welcome but need more time, and I may respond by asking you to come to office hours or to make an appointment to discuss your concerns. I will attempt to answer s quickly within business hours (M-F 9am-5pm); after 5pm and on weekends, I check my less regularly and it may be several hours or even a day before you hear back from me. Observances of Religious Holidays A student who intends to observe a religious holy day should make that intention known in writing to me prior to the absence. A student who is absent from classes for a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within what the instructor deems a reasonable amount of time. Statement on Academic Honesty: Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is contained in both the print and web versions of the Student Handbook.

5 If you do not understand the rules regarding plagiarism as outlined in the Academic Honor Code, it is incumbent upon you to seek clarification from me prior to the first assignment. In addition to asking me, you may consult the Center for Academic Integrity. Your participation in English 4309 assumes your agreement to ASU s honor code. I have no tolerance for plagiarism: it is an inexcusable abuse of my trust, the trust of your classmates, and the trust that the university placed in you when you were admitted. ANY instances of cheating or plagiarism will result immediately in a failing grade in the class. Counseling Services Students struggling with events in their lives or with mental health issues should seek out allies and resources available on campus. The following are institutional sources of support, but you may seek out faculty, staff and others on campus for help, including myself. Bradley Petty, Title IX Coordinator Campus Counselling Services Campus Police San Angelo Police 911 Students with Disabilities: Persons with disabilities that may warrant academic accommodations must contact the Student Life Office, Room 112 University Center, in order to request such accommodations prior to any being implemented. You are encouraged to make this request early in the semester so that appropriate arrangements can be made in a timely manner.

6 Calendar of Readings and Assignments This syllabus is subject to change; you re responsible for all changes announced in class. Supplementary materials, both historical and critical, will be assigned. Date In-Class Assignments W 20 January Introduction to Course, Shakespeare F 22 January Foakes, Playhouses and Players M 25 January Titus Andronicus W 27 January Titus Andronicus F 29 January Titus Andronicus M 1 February Titus Andronicus W 3 February Titus Andronicus SRP F 5 February Titus Andronicus M 8 February Midsummer Night s Dream W 10 February Midsummer Night s Dream SRP F 12 February Midsummer Night s Dream M 15 February Midsummer Night s Dream W 17 February Midsummer Night s Dream F 19 February Henry V M 22 February Henry V W 24 February Henry V SRP F 26 February Henry V M 29 February Henry V W 2 March F 4 March M 7 March W 9 March SRP F 11 March March SPRING BREAK M 21 March As You Like It W 23 March As You Like It F 25 March SPRING HOLIDAY M 28 March As You Like It W 30 March NO CLASS: RSA SRP F 1 April NO CLASS: RSA M 4 April W 6 April F 8 April M 11 April W 13 April SRP F 15 April M 18 April W 20 April Conference Paper Due F 22 April M 25 April T 26 April (T) PERFORMANCE W 27 April SRP F April The Winter s Tale M 2 May The Winter s Tale W 4 May The Winter s Tale SRP F 6 May Review Final Exam Scheduled for 8AM on Wednesday, May 11 th